Description

This study takes a sociocultural theory perspective to explore the potential of an instant messaging software, Microsoft Network Messenger (MSN), for academic purposes. This presentation focuses specifically on how two groups of students in a grade 9 academic math class make use of conversational and academic language through MSN to accomplish a group summative project for an integrated curriculum unit (Math and Geography). Data gathered from (a) weekly classroom observations and audio-taped in-class group work; (b) online one-on-one and group interviews; and (c) students? final summative reports are organized and analyzed through grounded theory approach.

Results reveal the efficiency in which students mediate their group work through the use of a hybridized language consequent to the immediate nature of instant messaging. The data also points to the need for teacher involvement when implementing this technology, in order to engage students in deeper cognitive engagement and appropriate this technology for academic learning.